Academic performance is influenced by many factors. Self-efficacy and anxiety have been known as predictors of academic performance in college students. Students with strongly perceived self-efficacy are more likely to use analytical thinking and devising successful courses of action effectively in academic settings. On the contrary, anxiety acts as a barrier for students to perform well. As the main component of anxiety, worry is a chain of intrusive thoughts that results in maladaptive behavior such as procrastination and self-criticism. Worry influences student’s perception of a situation or their outcomes as threatening. Facilitating students in identifying and altering their cognitive processes may help them in decreasing their worry and increasing their self-efficacy (Smith, Berry, Tart & Powers, 2008; Situmorang, 2018). Cognitive Behavioral Therapy (CBT) method helps the individual to identify their irrational thoughts and alter them into more adaptive. This study aimed to evaluate the effectiveness of CBT in reducing student’s worry and increasing self-efficacy. CBT was conducted in a group of six college students for five weeks via video conferences. The measurement of student’s worry and self-efficacy was carried out three times using Student Worry Questionnaire and General Self Efficacy Scale. Friedman ANOVA analysis was conducted to evaluate the changes that occur within participants (X2(2)=7, p<.05). The main results showed there was a significant change in worry level and there’s no significant change in self-efficacy. This finding suggested CBT method has good potential to help college students in overcoming their worry. The limitation and implications of this study are discussed.
Qaishum Masturoh, Universitas Indonesia, Indonesia
Adhityawarman Menaldi, Universitas Indonesia, Indonesia
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